CHALLENGES IN ENGLISH AS A FOREIGN LANGUAGE LEARNING (EFL): BELIEFS AND EMOTIONS OF ADULT STUDENTS

Abstract

Learning a foreign language can be particularly challenging for adult students. This process demands a comprehensive understanding of the various factors that influence it. Previous studies have shown that beliefs and emotions are intrinsically interconnected affective factors that influence how students approach learning. Recognizing the relevance of affective factors in foreign language learning (EFL), this qualitative study explores the beliefs, emotions, and challenges faced by adult students learning English in an adult education context in the province of Jujuy, Argentina. Through a semi-structured questionnaire and in-depth interviews, the beliefs and emotions related to their learning processes were identified. The results showed that, although students shared strong motivation to learn English related to better professional and work opportunities, they faced significant challenges in their learning processes. This study highlights the importance of designing more effective pedagogical interventions that address both cognitive and emotional aspects and help adult students face challenges in their learning processes.